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Markus Klein
Has grant
Professor at University of Strathclyde
Research Interests
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About
Markus Klein is a Professor at the University of Strathclyde, located in the United Kingdom. His research interests include the impact of school absences on academic achievement, children's cognitive development, and the long-term consequences of early school absences. He has authored several recent articles exploring these themes, with a particular focus on the interplay between parental education, gender, and family environment.
Recent Grants
Grant: Close
Is school absenteeism harmful to education and labour market outcomes?
Open Date: 2022-05-01
Close Date: 2024-04-01
Grant: Close
Bildungsexpansion, berufsstruktureller Wandel und Arbeitsmarkterträge tertiärer Bildung. Eine empirische Analyse der Berufschancen von Hochschulabsolventen im Zeitverlauf
Open Date: 2010-01-01
Close Date: 2012-12-01
Grant: Close
Social Inequalities in Educational Attainment: An Investigation into the Mediating Role of School Absenteeism
Open Date:
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Positions (2)
Michael Vallely
University of Strathclyde
6 months ago
[Fully-funded scholarship for 3 years covers all university tuition fees (at UK level) and an annual tax-free stipend. International students are eligible but must fund the difference between home and international tuition fees unless exceptionally funded.] This fully-funded PhD studentship at the University of Strathclyde investigates whether educational pathways can mitigate social class inequalities in early labour market outcomes, using data from the Growing Up in Scotland study. The project is situated at the intersection of social mobility, educational inequality, and labour market stratification, aiming to provide policy-relevant evidence for Scotland and beyond. Supervised by Dr Michael Vallely, Prof Patricia Findlay, and Prof Markus Klein, the research will explore how educational attainment and pathways interact with social class origins to shape young adults' early career trajectories. The findings will contribute to the evidence base on educational inequality and social mobility, informing debates and policy on reducing labour market disparities. The studentship is funded for 36 months, covering all university tuition fees at the UK level and providing an annual tax-free stipend at the UKRI rate. International students are eligible to apply, but must secure funding for the difference between home and international tuition fees unless exceptionally supported. The project is open to full-time applicants only. Applicants must hold a first-class or upper second-class Honours degree (or equivalent) and a Masters degree in a social science related discipline. Essential skills include demonstrated competence in applied quantitative methods, particularly regression analysis, evidenced through coursework, dissertation, or research experience. A strong interest in social inequality, education, and labour market research is required. Experience with longitudinal datasets and familiarity with statistical software such as Stata or R are desirable. The application deadline is 30 April 2026, with a start date of 1 October 2026. Shortlisted candidates will be invited for interview. For further details and to apply, visit the University of Strathclyde's postgraduate research opportunities page. Contact supervisors for academic queries: Dr Michael Vallely ([email protected]), Prof Patricia Findlay ([email protected]), and Prof Markus Klein ([email protected]).
6 months ago
University of Strathclyde
University of Strathclyde
7 months ago
Fully funded PhD opportunity at the University of Strathclyde in the Strathclyde Business School / Department of Work, Employment and Organisation . The project is titled Do Educational Pathways Mitigate Social Class Inequalities in Early Labour Market Outcomes? Evidence from Growing Up in Scotland . It sits at the intersection of social mobility , social stratification , education , labour market transitions , and quantitative methods . The successful candidate will use data from Growing Up in Scotland to study how educational attainment and pathways shape early labour market outcomes and whether education reduces inequalities linked to social class background. Supervision is led by Dr Michael Vallely , with Professor Patricia Findlay and Professor Markus Klein as additional supervisors. This is a fully funded PhD studentship for 3 years, covering all university tuition fees at UK level plus an annual tax-free stipend. International applicants are welcome, but they must find additional funding for the difference between home and international tuition fees; exceptional international candidates may receive support for this gap. Eligibility highlights include a first-class or upper second-class Honours degree and a Masters degree in a social science-related discipline, plus demonstrated competence in applied quantitative methods such as regression analysis. Desirable experience includes longitudinal datasets and software such as Stata or R. If English is not your first language, an IELTS 6.5 (or equivalent) with no element below 5.5 is required. Applications open on 2026-03-12 and the deadline is 2026-04-30 . Applicants should apply online and upload the required documents only: covering letter, CV, two academic referees’ contact details, certified transcripts, and English language evidence if applicable. Remember to include the scholarship title in the Field of Study section.
7 months ago
Articles (18)
Year:
2026
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2026
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2025
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2025
School absences can negatively impact a child's schooling, including the loss of teacher‐led lessons, peer interactions, and, ultimately, academic achievement. However, little is known about the long‐term consequences of school absences for overall educational attainment and labour market outcomes. In this paper, we used data from the 1970 British Cohort Study to examine long‐term associations between school absences in late childhood and individuals’ educational attainment, social class, unemployment and earnings at age 42 while adjusting for a comprehensive set of confounders. Our findings show that school absences are associated with lower educational attainment but are not associated with social class destination except for increasing the likelihood of being out of the labour force after adjusting for confounders. Individuals who missed five days of school at age 10 were 5.2% more likely to have obtained no qualifications and 4.1% more likely to be out of the labour force. However, we did not find a significant association between school absences and individuals’ earnings or duration of unemployment. Our findings suggest that the detrimental consequences of school absences persist beyond schooling into adulthood. Overall, this study highlights the importance of addressing school absenteeism to promote educational and labour market participation over the life course.
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2024
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2024
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2024
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2023
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2023
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2023
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2023
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2022
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2021
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2021
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2021
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2020
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2020
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2020
Collaborators (8)
Anna Beck
University of Glasgow
Shadrach Dare
Glasgow Caledonian University
Katherin Barg
Academic , Senior Lecturer in Education
University of Bristol
Jascha Dräger
Research associate
German Institute for Economic Research
Claire Goodfellow
University of Glasgow
Ibrahim Demirer
University Hospital Bonn
Michael Kühhirt
Lecturer
University of Cologne
Edward Sosu
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